Objective: The Kulhavy model for text learning using organized spatial displays proposes that learning will be increased when participants view visual images prior to related text. In contrast to previous studies, this study also included students who exhibited symptoms of ADHD. Method: Participants were presented with either a map-text or text-map condition. Results: The map-text condition led to a significantly higher performance than the text-map condition, overall. However, students who endorsed more symptoms of inattention and hyperactivity-impulsivity scored more poorly when asked to recall text facts, text features, and map features and were less able to correctly place map features on a reconstructed map than were students who endorsed fewer symptoms. Conclusion: The results of the study support the Kulhavy model for typical students; however, the benefit of viewing a display prior to text was not seen for students with ADHD symptoms, thus supporting previous studies that have demonstrated that ADHD appears to negatively affect operations that occur in working memory. (Contains 1 table and 5 figures.)